Pdf. indah nurliana(133221164)

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A SOCIOLINGUISTICS ANALYSIS OF CODE MIXING BETWEEN
ENGLISH AND INDONESIAN USED BY THE STUDENTS IN
BILINGUAL PROGRAM
(A Case Study in Bilingual Program of the Sixth Semester Students of IAIN
Surakarta in Academic Year 2016/2017)
THESIS
Submitted as A Partial Requirements for the degree of Undergraduate in
Islamic Education and Teacher Training Faculty
By :
INDAH NURLIANA
SRN.133221164
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017

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DEDICATION
This thesis is dedicated to:
1. My beloved Father (Bapak Warsito) and Mother (Ibu Siti Aisah) who always
pray and support me.
2. My beloved Brother (Mas Deny, Mas Nanang and Adek Yusuf) who always
give me motivation to finish my study in this university soon.
3. All of my best friends.
4. All of my classmate in Empress Class.
5. Someone special for my future.
6. My Almamater, The State Islamic Institute of Surakarta

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MOTTO
And whatever of comfort you enjoy, it is from Allah. Then, when misfortune
reacheth you, unto him you cry for help.
(QS. An-Nahl: 53)
“Barangsiapa menjadikan dunia sebagai tujuan hidupnya, niscaya Allah akan
mencerai-beraikan urusannya dan menjadikan kefaqiran membayangi kedua
matanya, dan dunia tidaklah datang kepadanya melainkan apa yang telah
ditetapkan baginya. Dan barangsiapa yang menjadikan akhirat sebagai tujuan
hidupnya, maka Allah akan mengumpulkan segala urusannya dan menjadikan
kekayaan memenuhi hatinya, dan dunia mendatanginya dalam keadaan hina.”
(HR. Ibnu Maajah)
Ketika kamu terhimpit, janganlah menjerit. Jangan berkeluh kesah, seakan kamu
sudah putus asa. Berdo‟alah dengan keyakinan dan mintalah jalan keluar! Bukalah
mata dan mulailah mencari.
(Indah Nurliana)

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ACKNOWLEDGMENT
Alhamdulillahirobbil‟alaamiin, all praises be to Allah SWT, the Single
Power, the Lord of the Universe, Master of the day of judgment. God all mighty,
for all blessings and mercies so the researcher was able to finish the thesis entitled
“A Sociolinguistics Analysis of Code Mixing between English and Indonesian
Used by the Students in Bilingual Program (A Case Study in Bilingual Program of
the Sixth Semester Students of IAIN Surakarta in Academic Year 2016/2017)”.
Peace be upon to Prophet Muhammad SAW, the great leader and good inspiration
of world revolution.
The researcher is sure that this thesis would not be completed without the
helps, supports, and suggestions from several sides. Thus, the researcher would
like to express her deepest thanks to all of those who had helped, supported, and
suggested her during the process of writing this thesis. This goes to:
1. Dr. Mudhofir, S.Ag., M.Pd., as the Rector of State Islamic Institute of
Surakarta.
2. Dr. H. Giyoto, M.Hum., as the Dean of Islamic Education and Teacher
Training Faculty and as the Advisor for her precious advices, and motivation
for the researcher.
3. Dr. Imroatus Solikhah, M.Pd., as the Head of English Department.
4. All the honorable lectures and Academic Staffs in Islamic Education and
Teacher Training Faculty for always giving kindness, friendliness, and
cooperative work for the researcher.
5. The tutors and tutees in bilingual program, group 16, 39 and 67 in the
academic year 2016/2017, with tutors namely Anggi Bagas Ferdiansyah, Alfa
Arizki and Salma Safitri Daelani.
6. The researcher‟s beloved parents and family for the unlimited love, support,
help, pray, and everything that they give to the researcher.
7. The beloved friends of fourth and sixth semester students, namely Desi
Lanjar, Muzaidah, Imam, Saefa, Wagas and Fiki Amania have been helped
the researcher to conduct the research.

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8. The researcher‟ friends in small group discussion for doing this research
namely Ima, Mar‟i, Saifur, and Ana.
9. The researcher‟s best friends namely Kurnia, Ima, Della, Nisa, Anjas, and
Rezky and Bimo Pamungkas.
10. The researcher‟s classmate in Empress Class.
11. Everyone who has helped the researcher to conduct the research and write
this thesis.
The researcher realizes that this thesis is still far from being perfect. The
researcher hopes that this thesis is useful for the researcher in particular and
readers in general.
Surakarta, July 24th
2017
The researcher
Indah Nurliana

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TABLE OF CONTENT
TITLE............................................................................................................ i
PAGE OF APPROVAL ............................................................................... ii
RATIFICATION........................................................................................... iii
DEDICATION.............................................................................................. iv
MOTTO ........................................................................................................ v
PRONOUNCEMENT .................................................................................. vi
ACKNOWLEDGEMENT ............................................................................ vii
TABLE OF CONTENT................................................................................ ix
ABSTRACT ................................................................................................. xii
LIST OF TABLE .......................................................................................... xiii
LIST OF APPENDICES............................................................................... xiv
CHAPTER I: INTRODUCTION
A. Background of the Study................................................................... 1
B. Identification of the Problem ............................................................ 7
C. Limitation of the Problem................................................................. 8
D. Formulation of the Problem .............................................................. 9
E. The Objective of the Study ............................................................... 9
F. The Benefit of the Study ................................................................... 10
G. Definition of Key Terms................................................................... 11
CHAPTER II: THEORETICAL FRAMEWORK
A. Theoretical Description
1. Sociolinguistics ........................................................................... 12
a. The Definition of Sociolinguistics ........................................ 13
b. The Scope of Sociolinguistics............................................... 16
c. The Problems of Sociolinguistics ......................................... 17
d. Applied Sociolinguistics ....................................................... 18
2. Variety of Language.................................................................... 19
3. Bilingualism................................................................................ 21
a. Definition of Bilingualism .................................................... 21
b. Dimension of Bilingualism ................................................... 24

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c. Component of Speech ........................................................... 24
d. Types of Bilingualism........................................................... 26
4. Code ........................................................................................... 29
a. Code Switching..................................................................... 30
1) Definition of Code Switching ......................................... 30
2) Types of Code Switching................................................ 31
3) The Factors Causing of Code-Switching ........................ 33
b. Code Mixing ......................................................................... 34
1) Definition of Code Mixing.............................................. 34
2) Element of Code Mixing................................................. 36
3) The Characteristic of Code Mixing................................. 36
4) Types of Code Mixing .................................................... 37
5) The Factors Causing of Code Mixing............................. 39
5. Bilingual Program....................................................................... 41
6. Bilingual Program in IAIN Surakarta ......................................... 42
B. The Previous Related the Study........................................................ 44
CHAPTER III: RESEARCH METHODOLOGY
A. The Research Method ....................................................................... 47
B. The Research Setting......................................................................... 48
C. Subject of the Research .................................................................... 49
D. The Data and Source Data................................................................. 51
E. Research Instrument ......................................................................... 52
F. The Technique of Collecting Data .................................................... 53
G. The Technique of Analyzing Data.................................................... 56
H. The Trustworthiness of the Data....................................................... 57
CHAPTER IV: RESEACRH FINDINGS AND DISCUSSION
A. Research Findings ............................................................................ 59
1. Analyzing on the types of code mixing...................................... 60
2. Analyzing on the reason of the students in using code mixing... 108
B. Discussion ......................................................................................... 112
1. The result of the types of code mixing ....................................... 112
2. The result of the reasons the students in using code mixing....... 117

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CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................................... 120
B. Suggestion ........................................................................................ 121
BIBLIOGRAPHY ........................................................................................ 122
APPENDICES ............................................................................................. 125

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ABSTRACT
Nurliana, Indah. 2017. A Sociolinguistics Analysis of Code Mixing Between
English and Indonesian Used by the Students in Bilingual Program (A Case Study
in Bilingual Program of the Sixth Semester Students of IAIN Surakarta in
Academic Year 2016/2017. English Education, Islamic Education and Teacher
Training Faculty.
Advisors : Dr. H. Giyoto, M. Hum.
Key words : Sociolinguistics, Code Mixing, Bilingual Program.
This research describes the types of code mixing between English and
Indonesia used by the students in Bilingual program of the sixth semester students
in IAIN Surakarta. The objectives of this research are (1) to get description
concerning the types of code mixing between English and Indonesian used by the
students in bilingual program of the sixth semester students in IAIN Surakarta. (2)
to find out the reason of the students in using code mixing in bilingual program of
the sixth semester students in IAIN Surakarta.
The kind of this research is descriptive qualitative research. The data of the
research are taken from the subjects during the term of observation and opinions
of the interview. The researcher made the observation in order to know the types
of code mixing between English and Indonesian used by the students in bilingual
program. When the researcher did the interview, the researcher asks one by one of
the students to know about their reason why they used code mixing in their
utterance. In this research, the researcher take three groups that have been
represented every subject in bilingual program of IAIN Surakarta.
The result of the research showed that there are six types of code mixing in
Bilingual program. Those are: word level, phrase level, clause level, baster level,
reduplication level and idiom level. The researcher found that the highest number
of code mixings‟ usage in the Bilingual program are code mixing word level
which attains 39 data with 44.8 % and the fewest number of code mixings usage
in the Bilingual program is code mixing in baster level, reduplication level, and
code mixing of idioms level in which each of them only 1 data with 14 %. The
research also found the reason of code mixing. The researcher found that the
highest reason of code mixings‟ usage by the students that they have less
vocabulary.

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LIST OF TABLE
Table 3.1 The Research timeline................................................................... 49
Table 3.2 List of Tutor and Students in Bilingual Program Group 16.......... 50
Table 4.1 All Data‟s Collected through Observation in Groups 16, 39
and 67 .......................................................................................... 60
Table 4.2 Data collected through observation in Group English Department
Students and Non-English Department Students.......................... 62

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LIST OF APENDICES
1. Table of Research Finding ..................................................................... 125
2. Script of recording .................................................................................. 137
3. Field note ................................................................................................ 168
4. Interview ................................................................................................ 181
5. Documentation ....................................................................................... 219
6. Bilingual meeting book .......................................................................... 226
7. Materials in Bilingual Program .............................................................. 237

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CHAPTER I
INTRODUCTION
This chapter discusses about introduction. Introduction is the beginning
of this research. The researcher discusses seven points. It includes the background
of the study, identification of problems, the limitation of the problems,
formulation of the problem, the objective of the study, the benefit of the study,
and the definition of key term.
A. Background of the Study
God creates the human beings as the most precious creation and the
crown of the whole God‟s creation. Human are different from the other
creation, because human are given intelligence to think. Human do not live
alone. They are created as a social creature that can interact with others. In
addition, human live together and communicate with each others.
Life is meaningless without communication. Communication is a basic
human activity. People should communicate with others because
communication is essential thing to live in society. Through communication,
human interact each others in daily life activities such as at home, office,
market, and community. Communication is very important in human life
because human are social beings who need each other. Their daily activities
will run well if they use effective of communication.
Tarigan (2009: 14) argues that communication is the exchange of ideas
and information with other people. Communication consists speaker (sender),
a message is sent or forwarded, the goal of delivering a message, and the
recipient. While Canale (1984) cited in Tarigan (2009: 14) defines

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communication is the exchange and negotiation of information between two or
more people. It can be used with the symbols of verbal and non-verbal modes,
oral and written/ visual, as well as the processes of production and
comprehension.
The main instrument of communication is language. Language is a system
or symbol which is used as a communication tool to cooperate, interact and
identify yourself. Language is the most important component in human life.
Human can not continue their survival properly and regularly without
language. They cannot interact easily if they do not understand the language
used. The language is the communication tool. Therefore, there is the
relationship between language and communication in the life. Anderson
(1972) cited in Tarigan (2009: 3) states that there are eight basic principles of
language such as: language is a system; language is vocal (speech sounds);
language composed of symbols arbiter; every language is unique or
distinctive; language built from habits; language is a communication tool;
language relates the culture closely; and language is dynamic.
Language is the most effective tool in communication in order to convey
ideas, thoughts and objectives to others. Without a language, people will face
some problems when they do their activities and communication with others.
Tarigan (2009: 2-3) argues that if human have good language competency,
they can be expected to be able to communicate with others nicely and
smoothly, either verbal or written. They also can be expected to be good
listeners and speakers, into a comprehensive readers and writers who are
skilled in everyday life.”

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In language learning, language and society cannot be separated, as well as
in the study of sociolinguistics. The study between language and society called
Sociolinguistics. Biber, D &Finegan, E (1994: i) states that:
Sociolinguistics is the study of language in use. It focusses on the
relationship between language and society. It is the principal concern
address linguistic variation across social groups and the range of
communicative situations in which women and men deploy their verbal
repertoires.
Sociolinguistics could become a field of study for their selections in
language use. The field of sociolinguistics is focused on the possibility of
choice that can be made within the community regarding the use of language
varieties. Every country has own original language that can be used among
the people from many regions, which is called as the national language. By
understanding their language, they can communicate with other people
around the world. In the period of time, language has developed and changed
in variations depends on its influence. In this modern era, people need
mastering of the international language to communicate with other people in
the world.
The reality makes people study to major bilingual and multilingual
circumstances in their environment because they can know more than one
language from their mother tongue. When people do conversation, they tend
to use the language that they have. Commonly, people know more than one
language. Most of people are mastering two or more languages. The condition
where there are some people who master more than one language is called as
bilingual or multilingual society. Kridalaksana (2008: 36) states that
bilingualism is the use of two languages by an individual and community.

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When people do conversation with each others, they use more than one
language. In many situations, sometimes they speak by mixing languages or
codes. A code is a language, a variety or style of language. Moreover, it is
also possible for the bilingual or multilingual people to use more than one
code of language in a communication. One of the language phenomena,
especially in the study of bilingualism problem is called code-mixing.
Muysken in Jendra (2012: 78) states that using the term code-mixing to refer
to all cases where lexical items and grammatical features from two languages
appear in one sentence. There are many types of code mixing such as word,
phrase, baster, reduplication, idiom and clause. The people mix their
utterance for several reasons to their bilingualism, such as: speaker and
partner need to communicate each other, social community, situation,
vocabulary, and prestige. They use two languages as the communication in
the classroom or bilingual program of IAIN Surakarta.
The bilingual program is a program in Teacher Education and Tarbiyah
Faculty (FITK) of IAIN Surakarta. This is a new program for all students of
FITK that started at 2016, this program is focused on students‟ speaking
achievement in order to make the students have more ability in speaking. The
learning process in the bilingual program will be made in small groups
consist of eight to twelve students (tutee) and each group is given a tutor or
peers, there are 125 tutors of bilingual program. This is friend trains others
(peer). Bilingual program is mandatory for all students of FITK, while its
execution time is carried out in third, fourth, fifth and sixth semester on
Wednesday and Thursday at 13:00 p.m or after midday.

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Mr. Giyoto as a Dean of FITK IAIN Surakarta says that the objective of
this program is to make sure that all graduate of FITK can speak English
fluently. There are several reasons about the important this program. Firstly,
they will face competition outside of the country. For example, in the field of
economics, namely MEA and globalization. If the graduated of FITK cannot
conquer the competition in terms of communication, they will be lost. So, by
joining this bilingual program, the students have to face the globalization
development and the function of English as International language. Secondly,
the students will have a better preparation in order to face the real life. For
example, when they want to get a job and there is a requipment in the form of
job interview using English, they have already faced it.
On the other hand, Mr. Puput as a one of the organizers of bilingual
program, he says that bilingual program is important, because in terms of the
academic the certificate of bilingual program from third, fourth, fifth and
sixth semester will be used to be a requirement of munaqosyah in FITK.
Whereas in term of the skill, the students can use the language as a
communication tool when they are going to another country because of some
activities.
The researcher chooses bilingual program in IAIN Surakarta because
bilingual program is the best program from FITK that emphasizes learning
English course in communication. Secondly, bilingual program is a model of
instruction which apply two languages as media of teaching and learning
process. The teaching and learning process in the bilingual class between
tutor and students use three languages, including English, Indonesia and

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Javanese language. So, it is appropriate with the goal of a researcher who
wants to investigate about code mixing. Whereas the researcher‟s reason of
taking the sixth semester students in academic year 2016/2017 because the
researcher interests with the material, material during this semester focused
on the debate, in the debate between student and other uses natural
communication. Then, because the tutors and students in this semester have
already joined with this program since previous semester. In the fourth
semester, the tutors and students still use bahasa in conversation, sometime
the tutors translate their utterance when they deliver the material. While, in
sixth semester, the tutors and students in doing conversation they use English
first, sometimes they mix their utterance. It‟s because they feel difficult to
speak English fully and most of students‟ difficulty is in the loss of
vocabulary.
As an example of code mixing exists in the utterance used by tutee in
bilingual program in April, 13th
2017, she says that “I am disagree with your
argument because some member of bilingual program menyepelekan”. The
utterance above consists of two languages which are English as the first
language and Indonesia as the second language. A part of English utterance
above can be used as evidence that the phenomenon of code mixing has been
common in the learning process in bilingual program. The utterance above is
about one of an example of the code mixing word level. She uses
“menyepelekan” word to replace the word of “belittle”. The student uses the
word because she is in the loss of vocabulary. She uses the word to help her
in speaking English.

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Based on the phenomenon above, the researcher intends to analyze of the
research entitled: “A SOCIOLINGUISTICS ANALYSIS OF CODE
MIXING BETWEEN ENGLISH AND INDONESIAN USED BY THE
STUDENTS IN BILINGUAL PROGRAM (A Case Study in Bilingual
Program of the Sixth Semester Students of IAIN Surakarta in Academic Year
2016/2017).”
B. Identification of the Problems
Based on the background of the study, it will be better to identify the
problems that will be investigated in this study. There are several problems
which can be identified as follows:
1. There are some types of code mixing between English and Indonesian used
by the students in bilingual program of the sixth semester students in FITK
of IAIN Surakarta.
2. There are some reasosn of the students in using code mixing in bilingual
program of the sixth semester students in FITK of IAIN Surakarta.
3. The students in bilingual program of the sixth semester students in FITK of
IAIN Surakarta are lack of the vocabulary.
4. The students in bilingual program of the sixth semester students in FITK of
IAIN Surakarta had difficulties in speaking English fully.
5. There are some problems that are faced by the students in bilingual program
of the sixth semester students in FITK of IAIN Surakarta in doing debate.
6. There are some problems that are faced by the teachers in bilingual program
of the sixth semester students in FITK of IAIN Surakarta in make a schedule
of meeting.

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C. The Limitation of the Problems
Based on the background of the study above, the researcher limited the
problem as follow:
1. The subject of the research is the students in Teacher Education and
Tarbiyah Falculty at the sixth semester of IAIN Surakarta who join with
bilingual program in the academic year 2016/2017. The researcher just took
three groups in Bilingual Program. The researcher took group 16, 39 and 67
because the member of those groups can be represented of each subject in
FITK.
2. The researcher conducted the research just three meeting for every group of
bilingual class.
3. In this research, the researcher just focused on code mixing used by the
students in Bilingual program.
D. Formulation of the Problem
The main problem of this research is to analyze code mixing between
English and Indonesian used by the students in bilingual program of the sixth
semester students in IAIN Surakarta. The problems of the study can be
formulated, as follows:
1. What are the types of code mixing between English and Indonesian used
by the students in bilingual program of the sixth semester students in IAIN
Surakarta?
2. Why do the students use code mixing in bilingual program of the sixth
semester students in IAIN Surakarta?

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E. The Objectives of the Study
According to the problem of statement, the objectives of the study are:
1. To get description concerns the types of code mixing between English and
Indonesian used by the students in bilingual program of the sixth semester
students in FITK of IAIN Surakarta.
2. To find out the reason of the students in using code mixing in bilingual
program of the sixth semester students in FITK of IAIN Surakarta.
F. The Benefits of the Study
The results of this study are expected to be useful both practically and
theoretically. The benefits are:
1. The theoretical Benefits
The benefit of this research theoretically is to give more information and
useful reference for the next researchers dealing with sociolinguistics
analysis. They will get knowledge about sociolinguistics in connection to
language variety, especially code mixing.
2. The practical Benefits
a. To the readers
They will get a larger knowledge about code mixing.
b. To the Faculty
It is expected that the result of the research can increase the quality of
tutor and students in bilingual program, and help the Teacher
Education and Tarbiyah Faculty to evaluate the Bilingual program. So,
this program will be continued to the next year will a better model of
mentoring to help the tutors and students enrich the speaking ability.

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c. To the other researcher
The finding of this research can be used as the reference for other
researchers who want to conduct a research about code mixing.
G. The Definition of Key Terms
To make the research clear, here are some keywords used in the research:
1. Sociolinguistics is sociolinguistics is concerned with investigating the
relationships between language and society with the goal of a better
understanding of the structure of language and how language functions in
communication. (Wardhaugh, 2006:13)
2. Bilingualism is the use of two or more languages by an individual or by
the community. (Kridalaksana, 2008:36)
3. Code Mixing, using term code mixing to refer to all cases where lexical
items and grammatical features from two languages appear in one
sentence. (Muysken in Jendra (2012: 78)
4. Bilingual program in IAIN Surakarta is a program in Teacher Education
and Tarbiyah Faculty (FITK) of IAIN Surakarta. This is a new program for
all students of FITK that started at 2016, this program are focused on
students‟ speaking achievement in order to make the students have more
ability in speaking. (Giyoto M, Hum. as a dean of IAIN Surakarta, 2017).

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CHAPTER II
THEORITICAL REVIEW
This chapter discusses about theoretical review and the previous related the
study. Theoretical review is the description of the theory and definition that is
relevant to the research to get legitimate concept. Theoretical review presents
about the description of sociolinguistics, variety of language, bilingualism, code
(code switching and code mixing), bilingual program or education, tutor. The
explanation of each theoretical is explained briefly as follows.
A. Theoretical Description
1. Sociolinguistics
One of the functions of language is to communicate. It is also to
establish and maintain the social relationship. It can also be used to
indicate membership of different social group of speech community.
Trudgill (1974: 2) states that relation the function of language, as follow:
These two aspects of language behavior are very important from a
social point of view: firstly, the function of language in establishing
social relationships, and secondly, the role played by language in
conveying information about the speaker… both these aspects of
linguistic behavior are reflections of the fact that there is a close inter-
relationship between language and society.
From the statement above, there is close relationship between language
and society. Talking about language and society, there is a branch of
linguistics study, which is studied all aspect of language and society, it is
called sociolinguistics.
a. The definition of sociolinguistics

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There are some linguists who define about sociolinguistics with
the some perspectives. Wardhaugh (2006:13) defines that
sociolinguistics is concerned with investigating the relationships
between language and society with the goal of a better understanding
of the structure of language and how language functions in
communication. The similar definition is stated by Fishman (1972:7)
sociolinguistics is the study the characteristics of language varieties,
the characteristics of their functions, and the characteristics of their
speakers as these three constantly interact, change and changes one
another within a speech community. Then, Spolsky (1998: 3) defines a
sociolinguistics is the field that studies corrrelation between language
and society, between the uses of language and the social structures in
which the users of language live. From the statement above,
sociolinguistics is the study of how language and social factor interact,
study of language speakers in connection with it as a member of
society.
Whereas, Trudgill cited in Jendra (2012: 10) mentions that
sociolinguistics is that part of linguistics which is concerned with
language as a social and cultural phenomenon. Chaika (1982: 2) states
that sociolinguistic is the study of the ways people use language in
social interaction of all kinds. Then, Fasold (1990: 1) defines
sociolinguistics is a science that combines linguistic and societal
concern in varying degrees. The similar definition is stated by Hymes
(1989:1), he emphasizes the definition in relationship between

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language and society, he states that sociolinguistics is correlations
between languages and society, and between particular linguistics and
social phenomena. From the statement above, sociolinguistics is one
phenomenon of language dealing with the society.
Another definition is stated by Ager (1990: 3) who defines that
sociolinguistics is mainly concerned with systematic measurable
linguistic variation and its relationship to social group. Similar with
ager‟s statement, Chaklader (1990: 1) defines a sociolinguistics
concentrates its study upon the society patterned variation in language
usage.
Then, Lubis (1994: 131) states that sociolinguistics is the
branch of linguistics that studies about the relationship and interplay
between language and the user or speakers. The similar definition is
stated by Halliday in Giyoto (2013: 7) that sociolinguistics deals with
language linkage with the people who use that language. The similar
definition is stated by Suwito (1983:2) sociolinguistics puts language
position in relation to its use in society. Moreover Hudson (1996: 5)
states that sociolinguistics study is the study of society in relation to
language. The last, Holmes (1992: 2) defines sociolinguistic is
concerned with the relationship between language and the context in
which is used. According at those statements, it can be concluded that
sociolinguistics notice the social function of the language in relation to
its user.

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Sociolinguistics is a combination between sociology and
linguistics. Therefore, in order to know sociolinguistics, it is important to
discuss about sociology and linguistics. Suhardi (1995: 2) states that
Sociolinguistics is an interdisciplinary sciences, the term itself
indicates that the sociolinguistic consist of sociology and
linguistics. In sociolinguistics, said sociology is a branch of
science that studies the structure of the embodiment of society
as a whole. While linguistics is a science that involves himself
with the language, the language and its structure can only
thrive in a given society.
Then, same with Suhardi‟s opinion, Rokhman (2013:1) states that
Sociolinguistics is an interdisciplinary science between
sociology and linguistics, two areas of empirical science which
has closely linked. Sociology is the study was objective and
scientific about the people in society. Linguistics as the study
of the language and take it as an object of study. Thus, it can
easily be said that sociolinguistics is the interdisciplinary
science that studies the language in relation to the use of
language in society.
From the statement above, sociolinguistics is one phenomenon
of language dealing with society. Sociolinguistic notice the social
function of the language in relation to its user.
b. The scope of sociolinguistics
Sociolinguistics is interested in explaining why we speak
differently in different social context. Bell (1976: 23-28) states that the
scope of sociolinguistics, as follows:
1) Dialectology and sociolinguistics
The study of dialect has been traditionally centered on the speech
habits of social groups who differed from the test of the
community in employing a system which was clearly

29
distinguishable from the „standard‟, the variety normally described
by the „pure‟ linguist.
2) Rhetoric and sociolinguistics
The study of rhetoric has traditionally had as its goal the
specification and indeed prescription of the best method of
persuasion and only secondarily the description of these methods,
sociolinguistics seeks a descriptive and objective listing of
language skills.
3) Micro and macro sociolinguistics
a) Micro-sociolinguistics
Tripp in Giyoto (2013: 14) states that micro-sociolinguistics is
the study about components of face to face related or
influenced by the formal structure of the speech. These
components include: personnel, situation, function, interaction,
topics, messages, and channels. Whereas Timasheff in Bell
(1976: 26), he states that applying the label micro-
sociolinguistics to analyses in which the emphasis is on the
individual in small informal intra-group interaction. From these
statements, its core micro-sociolinguistics study about
communication or intra-group interaction is not inter-group.
b) Macro-sociolinguistics
“Macro-sociolinguistics seeks to account for the distribution of
language differences through a society in terms of … the age,
sex, education, occupation and ethnic membership of the
speakers studied” (Bell, 1976: 27). Timasheff in Giyoto (2013:
14) macro-sociolinguistics where the locus of investigation is
interaction at the large inter group level: to the extent of

30
studying nations and states in contact. From these statements,
in essence macro-sociolinguistics study about communication
or inter-group interaction is not intra-group.
It can be summarized that there are some scope of
sociolinguistics, such as dialectology and sociolinguistics, rhetoric and
sociolinguistics, micro and macro sociolinguistics.
c. The problems of sociolinguistics
Nababan (1993: 3) states that the main issue discussed or studied in
sociolinguistics is:
1) Assessing the language in the context of social and cultural.
2) Connecting linguistic factors, characteristics, and a variety of
language with the situation and factors of social and cultural.
3) Assessing social functions and the use of language in society.
d. Applied sociolinguistics
Soeparno (2002: 23-27) says that every facet of life is affected by
language and how it is use, like: language planning and applied
sociolinguistics:
1) Language planning
Language planning is a sub-discipline of linguistics learning the
language in order to direct the development of the language.
Standardization of language includes also within the scope of this
sub-disciplines.
2) Applied sociolinguistics
Applied sociolinguistics is a sub-discipline of linguistics that
studies the application/ use of language in social communication

31
must always pay attention: firstly, the factors of the situation, talks
occurring at a bus terminal in indonesia, for example, carried out
by people from various ethnic groups, so that arose mixing
languages or over language that both understand what is being said
(Azhar, 2011: 19). Secondly, the purpose of talks, the function of
language is an expression that is associated with a specific purpose,
such as orders, offers, announces, scolding, and so on (Azhar,
2011: 19-20). Thirdly, the background of hearer. For example, a
subordinate who speaks with an employer may use bahasa
indonesia by inserting words in the higher level of local language
to respect others, otherwise a boss speaks to subordinates may use
bahasa indonesian by inserting region words (java ngoko ) in the
lower level to establish familiarity. (Azhar, 2011: 18-19)
2. Variety of language
Variety of language is the main subject in sociolinguistics study. It
happens as the effect of the social variation and language functions. If the
speakers are homogenous in ethnic, social status, or in every aspect, the
variations never exist.
Soeparno (1993: 55-61) states that there are many variety of language,
as follows:
a. Chronological variety
It is a language variety recognized by the different of time period. The
form of variety is called cronolect.
b. Geography variety

32
This language variation caused by different geography or factor of
region, so it‟s called regional. The form of the variety is called dialect
(regional dialect).
c. Social variety
This language variation caused by different sociological. Social
variation is called as sociolect. There are some sociolect in our society,
such as:
1) Achrolect : realization of language variation which is deemed
higher than other varieties.
2) Basilect : realization of language variation despised.
3) Vulgar : a form of language variation whose characteristics
show the use of language by speakers who lack education or from
among fools.
4) Slang : form or realization of language variation that is
privileged and confidential.
5) Colloquial : colloquial language usually used by lower-class
social groups.
6) Jargon : a form of language variation which their use in
certain social groups.
7) Argot : variation form language use is limited to certain
professions and confidential
8) Cant : a form of language variation used by a particular
social group with a made-up song so much create the impression
'pitiful'.

33
d. Functional variety
This language variation caused by different the function use of
language.
e. Style variety
This language variation caused by style. It‟s a language used to show
the scale of formality.
f. Cultural variety
It is caused by different culture of society use. Language variation is
caused by differences in culture wearer. There are several kinds of
cultural variations, among others:
1) Vernacular: native language or the language of the indigenous
population in the region.
2) Pidgin : language structure and vocabulary is a mixture structure as
a result of mixing the two cultures meet.
3) Creole : pidgin that has lasted for generations so that the structure
and vocabulary to settle.
4) Lingua franca: English raised by the speakers of different cultures
to be used together as a communication tool.
g. Individual variety
This language variation caused by different individual. The form of the
variation is called idiolect.
3. Bilingualism
Indonesia is one of the major countries that have varying cultures and
languages. Indonesia has several languages to communicate, such as

34
javanesse, sundanese, batak language and so on. Indonesian people usually
use more than one language. Similarly, it can make the indonesian people
use two languages in daily life. The condition where the speaker uses two
languages to an utterance is called bilingualism.
a. Definition of bilingualism
Many people speak more than one language. They may have
different levels of proficiency in each of their languages, and use them
for very different social purposes and situation. It is not easy to
formulate a generally accepted definition of bilingualism, because it
means different things to different people. There are some definitions
about bilingual and bilingualism given by experts.
The simplest definition of bilingual, Spolsky (1998: 45) is “a
person who has some functional ability in a second language.” This
may vary from a limited ability in one or more domains, to very strong
command of both languages. Then Richards (2002: 31) said that
bilingual is a person who uses at least two languages with some degree
of proficiency.
Furthermore, bilingualism is defined as the ability to use two
languages equally well by a speaker, who by Bloomfield cited in
Liddicoat (1991: 1) states that:
Bilingualism is a situation where a speaker can use two
languages as well. He formulates bilingualism as "native-like
control of two languages'. The mastery of two languages with
fluency and accuracy are the same as native speakers is very
difficult to measure. Moreover, this definition excludes many
people who speak more than one language but do not have
„native like‟ control of one or both of their languages.

35
Another definition is given by Haugen in Liddicoat (1991: 1) suggests
that
Bilingualism is knowledge of two languages. Bilingualism
begins‟ at the point where a speaker of one language can
produce complete, meaningful utterances in the other language.
If described in more general notions bilingualism is the use of
two languages interchangeably both productive and respective
by an individual or by the community.
Looking at these statements, it can be concluded that in terms
of bilingualism someone have not to master actively bilingual, just
learn two languages passively or understanding without speaking.
Whereas, Nababan (1993: 27) states that bilingualism is the
habit of using two languages in interactions with others. The similar
definition is states by Hartman and Stork in Azhar (2012: 8)
bilingualism is the use of two languages by a speaker or speech
community. Jendra (2012: 68) states that bilingual is people who are
not monolinguals but speak two languages every day. Another
definition is stated by mackey in rokhman (2013: 19) states that
Bilingualism is alternating use of two languages by a speaker.
He adds that bilingualism is not a phenomenon of language as a
system but as a narrative, not a characteristic feature of the
code but the disclosure and not an individual but a social
nature, and also the characteristic of language usage.
Weinreich in Suwito (1983: 39) states that bilingualism is the
event of the use of two languages (or more) alternately by a speaker.
However, inversely proportional to the statement in rokhman mackey,
Oksaar in Azhar (2012: 8) states that bilingualism is not only belong to
the individual, but should be treated as belonging to groups, thus
allowing their bilingual society.

36
From the opinions above, it can be concluded that the bilingual
is a person who can speak or use two or more languages, while
bilingualism is the use of at least two languages either by an individual
or by a group of speakers, such as the inhabitants of a particular region
or a nation. For example, in indonesia, most of indonesian is bilingual
society, being able to speak the mother tongue as first language and the
second language is indonesia. Mother tongue is the first language that
dominated since the beginning of their life through interaction with
other in the community (Lubis, 1994: 19). Many Indonesian people
who can speak more than two or three languages, not only being able
to speak the mother tongue and bahasa indonesian, but also they can
also speak a foreign language, such as english.
b. Dimensions of bilingualism
Baker (2001: 27) suggests that bilinguals are classified by:
1) Age (simultaneous/ sequential)
2) Ability (incipient/ receptive/productive).
3) Balance of two languages.
4) Development (ascendant – second language is developing;
recessive – one language is decreasing).
5) Contexts where each language is acquired and used (e.g. Home,
school).
c. Component of speech
Functional bilingualism is a narrower concept, concerning
direct involvement in a language domain. Functional bilingualism is

37
therefore restricted to the personal production and reception of
language (i.e. speaking, writing, reading and direct listening in various
domains). When functional bilingualism is studied as real speech
events, Hymes in Baker (2001: 26) suggests that there are eight
interrelated categories, mnemonically represented by the word
„speaking‟:
1) (S) Setting includes the time, place and physical appearance of the
context of the speech event such as the arrangement of furniture
and equipment in a classroom.
2) (P) Participant identity, for example personal characteristics such
as age, ethnicity, gender, social status, and relationships with each
other.
3) (E) End includes the purpose of the speech event as well as the
individual goals of the participants.
4) (A) Act sequence refers to the order and organization of the
interaction and what topics are discussed.
5) (K) Key or the tone and manner in which something is said or
written.
6) (I) Instrumentalities or the linguistic code, for example the
language used and whether the form is speech or literacy.
7) (N) Norm the standard social and cultural rules of the interaction
relationship.
8) (G) Genre or type of event such as sermon, lecture, poetry or letter.

38
d. Type of bilingualism
Tarigan (1988: 5-11) sates that bilingualism can be clarified in
various ways, depending on the angle of view us, among other things:
1) Based on the hypothesis threshold
a. Subtractive bilingualism: occurs when the language minority
children who were replaced to some extent by the majority
language.
b. Addictive bilingualism: L1 of child is language of the majority
or dominant culture, the use and acquisition of L2 is an
additional achievement for the child and cognitive learning
becomes clearer.
2) Based on the age of acquisition stages
a. Infant bilingualism: child went from not talking at all to get to
speak two languages
b. Child bilingualism: the successive acquisition of two
languages. For example family move to another region or
country, so kids need to adjust the local language.
c. Adolescent bilingualism: used for people who become
bilingual after they puberty.
d. Adult bilingualism: used for people who become bilingual after
a dozen years of their age.
3) Based on the age of L2 learning
a. Simultaneous bilingualism: children learn the L1 and L2
simultaneously.

39
b. Sequential bilingualism: children first learned L1 followed by
L2.
4) Based on the nature of the sign in language contact
a. Compound bilingualism
Bilingualism shows that the ability to speak one language
better than the ability to speak another language. Bilingualism
is based on the linkage between L1 to L2 controlled by
bilingual. Both languages mastered by bilingual but stands on
its own.
b. Coordinative bilingualism/ parallel
Bilingualism that shows that the use of two languages equally
well by an individual balanced level of mastery associated with
L1 to L2. He is equally proficient in two languages.
c. Sub-ordinate bilingualism (complex)
Bilingualism shows that an individual while wearing L1 often
stuffed L2 or otherwise. Bilingualism is attributable to the
situation facing L1. This bilingualism arise because of the
small group that is surrounded or dominated by a great society
of language support so that small communities is possible can
lose his L1.
5) Based on the level of education
a. Sitist bilingualism: is described as a privileged middle-class,
educated members of the majority community.

40
b. Folk bilingualism: a condition originated from ethnic groups in
a country that has inadvertently become bilingual in order to
survive longer safely.
6) Based on ceremonial
a. Official bilingualism: the use of two languages as official
languages in one country or nation.
b. Unofficial bilingualism: the use of two languages or more
members of the public unofficially, not as an official language
in one state or nation.
7) Based on society
Individual bilingualism and social bilingualism: occurs when
groups of different languages up on contact with are reasons of
economic and commercial
It can be summarized that there are types of bilingualism, such
as based on the hypothesis threshold (subtractive bilingualism and
addictive bilingualism), based on the age of acquisition stages (infant
bilingualism, child bilingualism, adolescent bilingualism, and adult
bilingualism), based on the age of L2 learning (simultaneous
bilingualism and sequential bilingualism), based on the nature of the
sign in language contact (compound bilingualism, coordinative
bilingualism or parallel, and sub-ordinate bilingualism (complex)),
based on the level of education (sitist bilingualism and folk
bilingualism), based on ceremonial (official bilingualism and

41
unofficial bilingualism), based on society (individual bilingualism and
social bilingualism)
4. Code
In everyday interaction, people usually choose different codes in
different situation. They may choose a particular code or variety because it
makes them easier to discuss a particular topic, regardless where they are
speaking. When the people are doing conversation they sent codes to their
hearer. Code refers to a variety of language.
The researcher tries to explain about code, before she explains more
about code mixing. Code is a term for any variety of language. (Suwito,
1983: 67). Whereas Richards (2002: 79) states that
Code is a term which is used instead of language, speech variety, or
dialect. It is sometimes considered to be a more neutral term than the
others. People also use code when they want to stress the uses of
language or language variety in a particular community.
The provision of this code form consists of four things, i.e. The code as
language, code as speech, code as dialect and code as diversity. (Suhardi,
1995: 69). We have observed that the particular dialect or language that a
person chooses to use on any occasion is a code, a system used for
communication between two or more parties (Wardhaugh, 2006: 99).
There are two kinds of code namely code mixing and code-switching.
(Jendra, 2010: 74). Those are term in bilingualism for language and
especially speech that draws to deferring extents at least two languages
combined in different ways.

42
a. Code switching
1) Definition of code switching
Code switching is one aspect of the interdependence of
language in a multilingual society. That is, in a multilingual society
is almost impossible for a speaker in one language is absolutely
pure without the slightest utilizing language or other language
elements.
There are many linguists who make a definition about code
switching. Suwito (1983: 68) states that code switching is the event
code transition from one code to another code. Suwito a view
supported by Jendra (2012: 67) states that code switching is a
situation where speakers deliberately change a code being used,
namely by switching from one to another. Then Hymes in Jendra
(2012: 74) states that code switching has become a common term
for alternate use of two or more language, or varieties of language,
or even speech styles. It occurs when a bilingual alternates between
two languages, moves from one to another.
Another definition, Herk (2012: 199) states that a common
occurrence in bilingual, and multilingual communities, code-
switching refers to instances in which people alternate between at
least two language or language varieties in a single conversation
(across sentences or clause boundaries). Whereas Pietro in Jendra
(2012: 74) states that code switching is the use of more than one
language by communicants in the execution of a speech act. Then,

43
Nababan (1993: 31) states that the concept of code switching
includes occasions when we can switch from one kind of
functiolect (e.g.: casual variety) to another variety (e.g.: diverse
formal) or from one dialect to dialect to another and so on.
It can be concluded that code switching is the alternate use of
two or more language within the same utterance. Code switching is
a change by a speaker or writer from one language or language
variety to another. It may start one language and then change to
another one in the middle of their speech, or even in the middle of
sentence.
2) Types of code switching
Jendra (2012: 75-77) states that case code switching can be
classified in accordance with two different classification, i.e.
Grammatical and contextual classification.
Based on the grammatical classification results in three types of
code switching, as follows:
a) Tag code-switching
A tag code-switching happens when a bilingual inserts short
expression (tag) from different language at the end of his/ her
utterances.
b) Inter-sentential code-switching
An inter-sentential code-switching happens when there is a
complete sentence in a foreign language uttered between two
sentences in a base language.

44
c) Intra- sentential code-switching
An intra- sentential code-switching is found when word, a
phrase, or a clause, of a foreign language is found within the
sentence in a base language.
Based on the contextual classification divides two types of code-
switching, as follows:
1. Situational code-switching
A situational code-switching appears when there is a change in
the situation that causes the bilingual switches from one code to
the other.
2. Metaphorical code-switching
A metaphorical code-switching happens when there is a change
in the perception, or the purpose, or the topic of the
conversation.
3) The factors causing code-switching
Code switching is an event of linguistics caused by factors
outside of language, especially the factors that are socio-
situational. Suwito (1983: 72-74) states that some of the factors
that usually caused of the code switching among others:
a) Speakers
Sometimes, speakers try to mix their language for hearer to a
purpose or in a particular situation. For example: changing the
situation of emergency situation to situation unofficial official.

45
b) Hearer
Speakers adjust the language when they talk to their hearer. For
example: if the hearer the same linguistic background with
speakers, then transfer the code used may be tangible rather
variants, rather diverse, rather than the style or register.
However, if the opponents said different linguistic backgrounds
with speakers, then transfer the code used may occur from
regional languages into languages other areas under their
control.
c) The presence of a third speaker
For example: there are two people from the same group ethnic
interact with the language of their ethnic group, then a third
person present who have different linguistic backgrounds in the
talks, the first person turning the code into a language which is
controlled by three speakers. This is done to neutralize the
situation and respect the presence of a third person.
d) The subject (topic)
For example: if a speaker at first talks about things that are
formal, then move on to the issues that informal, it will be
accompanied by the transition of code from raw language,
neutral style and seriously to language is not standard, stylish
little emotional or humor.
e) To generate a sense of humor
f) To a prestigious

46
b. Code mixing
1) Definition of Code Mixing
Code mixing occurs in bilingual or generally in multilingual
situation. Code mixing occurs when a person uses a language
speakers are dominant, supporting a speech interspersed with
elements of other languages. It is usually associates with the
characteristics of the speaker, such as social background, education
level and religious sense.
There are many linguists who make a definition about code
mixing. They are Kachru in Suwito (1983: 76) states that code
mixing is the use of two languages or more by putting elements of
one language into another language consistently. Another
definition provided by Muysken in Jendra (2012: 78) states that
“using the term code-mixing to refer to all cases where lexical
items and grammatical features from two languages appear in one
sentence.”
The other linguist Kridalaksana in Purwanto (2002: 27) states
that code mixing is interference, and the use of language units from
one language to another to expand the style of language or
language variety: it includes the use of the word, clause, greeting
and so on.
Richards (2002: 80) states that code mixing is a mixing of two
code or language, usually without a change of topic. Whereas
Nababan (1993: 69) states that code mixing is the use of more than

47
one language or code in the discourse according to patterns that are
still unclear. Meanwhile, Nababan (1993: 32) states that code
mixing can occur because the speaker of the language does not find
the suitable terms that can be used. So, in informal situation it is
allowed to mix a code, especially terms that can be expressed in
other language.
From the definition above, it can be seen that almost of those
definition have the same understanding of code mixing that it is
uses two or more language or mix from one code to another even
within sometimes very short utterances without any change at all
situation. Code mixing usage depends on what language that the
speakers master and what the aim of the speakers. It may occur
because the speaker does not find suitable terms that can be used.
2) Element of Code Mixing
Suwito (1983: 75-76) states that elements of code mixing can
be divided into two categories, namely:
a) Inner code-mixing: code-mixing is sourced from the original
language with all its variations.
b) Outer code-mixing: code-mixing is sourced from foreign
languages.
3) The Characteristic of Code Mixing
Purwanto (2002: 27-28) states that there are some characteristic
of code mixing. As follows:

48
a) There is an inter-independent aspect that is showed by the
speakers and the function of the language.
b) Both of the languages become a unit. It has one function.
c) Code mixing in maximal condition is a language convergence,
where each of elements of the language has taken off the
function and they support the function of the language mixed.
d) The use of code mixing usually shows social level and
individual identity in a society.
e) The form and component of code mixing never sentence form,
but it‟s just in the form of word, phrase, idiom, baster,
reduplication and clause.
Suwito in Purwanto (2002: 28) states that the background may
occur of code mixing, basically, there are two types: they are a type
which has a background in attitude (attitude type) and type which
has a background in language (language type).
4) Types of Code Mixing
Suwito (1983: 78-80) says that there are many types of code
mixing level, as follows:
a) Code mixing of word level
The word is the smallest unit that can be uttered as a free form
or a unit of a language that can stand alone going from the
morpheme single (ex: rock, house, come) or morpheme
combination (ex: fighters, follow, omnipotent. (Kridalaksana,
2008: 110). Code mixing of word level is insertions word of

49
Indonesian language into English sentence. For example:
teacher can give tugas with facebook.
b) Code mixing of phrases level (groups of words)
The phrase is a combination of two or more words that are non-
predictive. For example: high mountain, called the phrase is
non-predictive construction (Anton, 1989: 244). code mixing of
word level is insertions phrase of Indonesian language into
English sentence. For example: “…when teacher can monitor
their student, he can gave skor yang valid, so the score is from
student in fact…”
c) Code mixing of clauses level
A clause is a grammatical unit in the form of a group of words,
at least consist of subject and predicate and potentially into
sentences (Kridalaksana, 2008: 124). code mixing of word
level is insertions clause of Indonesian language into English
sentence. For example: Bilingual can make we burden because
kita juga diberi tugas oleh dosen-dosen lainnya.
d) Code mixing of baster level (joint establishment of native and
foreign)
Baster is the result of a combination of two elements of
different languages to form one meaning. (Kridalaksana, 1993:
92). So, code mixing of baster level is insertions baster into
English sentence. For example: But facebook for the teacher

50
just memonitor the student, it‟s not to make rebound of student
down.
e) Code mixing of reduplication level
Reduplication is similar to repetition. Repetition of a syllable, a
morpheme, or a word. (Richards, 2002: 450). So, code mixing
of word level is insertions reduplication of Indonesian language
into English sentence. For example: I am disagree with your
argument, because material is not specific. Because, the
material no basic but campur-campur.
f) Code mixing of idioms level
Idiom is a combination form of the language that the meaning
of his words cannot be derived from the meaning of the
combined elements. (Anton, 1989: 320). So, code mixing of
word level is insertions idioms from Indonesian language into
English sentence. For example: student can the student if have
difficult in the class the student can tell about the difficulty or
problem, because if they tell empat mata.
5) The Factors Causing Code Mixing
Suwito (72-74) says that there are some factors, that cause
people do code mixing. Some of them are:
a) Speaker
Sometimes, speakers try to mix their language for hearer to a
purpose or in a particular situation. For example: usually code
mixing occurs in relax or informal situation. This situation is

51
closer with daily conversation and for writers is also describe
as their habitual communication.
b) Hearer (Speaker and partner speaking)
Communication is the process of expressing ideas between two
participants of conversation. Speakers adjust the language
when they talk to their hearer. For example: if the hearer the
same linguistic background with speakers, then transfer the
code used may be tangible rather variants, rather diverse, rather
than the style or register. However, if the hearer different
linguistic backgrounds with speakers, then transfer the code
used may occur from regional languages into languages other
areas under their control.
c) Social community or Background
An individual lives and cooperates in one community either in
monolingual or bilingual community. Now most communities
are bilingual that use two languages in their interactions. In this
case, an individual will be influenced by social community
directly.
d) Vocabulary
There is not appropriated word or when there is a lack of
vocabulary in one language. The inability to find an appropriate
word or expression in one language makes people change the
word or phrase from one to another language and it can be
combined together.

52
e) Prestige
Globalization era, people must be able to speak more than one
language, especially English. For many young people code
mixing becomes awn style which is hoped to be modern and
educational one. They mix language because of prestige.
5. Bilingual Program
Bilingual program is a model of instruction applied in bilingual
classes. As a model of instruction, it shows a process of teaching and
learning in the classroom. Teaching involves teachers to deliver
knowledge and the way how to educate learners. Learning is usually
directed to the students who consume knowledge. To conduct the teaching
and learning process, languages are used. The languages are used to
convey the learning materials. In other words, the teachers instruct the
students by using at least two languages.
Salkind (2008) in Santoso&Ginting (2015: 7) denotes that bilingual
education program is instruction that uses two languages as media of
instruction. The two languages usually consist of a source language and a
target language. The source language is the language of the learners and
the target language is the language that is to be learned by them. These two
languages are presented together in the learning materials. Then, it can be
said that bilingual education program is a model of instruction which
apply two languages as media of teaching and learning process.
In addition, Feng (2007) cited in Santoso&Ginting (2015: 8) states
that bilingual teaching has nowadays extended to refer to using a foreighn

53
language (often english) as a medium for teaching content subjects in
major cities and other developed areas. Most of the bilingual teaching uses
english because english is regarded as an international language in which
many people in the world use it in business, education, and even as a
nation language. Therefore, it is reasonable if English is used to be the
target language. So, it can be stated that English as international languages
is occasionally used as second language interaction in bilingual classes.
With the same sense, Richards et al. (1985) cited in
Santoso&Ginting (2015: 8) add that bilingual teaching as the use of a
second or foreign language in school for the teaching of content subjects.
In conclusion, recently, the application of bilingual education program
tends to use the foreign language, particularly English as a second
language instruction in teaching and learning process.
6. Bilingual Program in IAIN Surakarta
The bilingual program is a program in Teacher Education and
Tarbiyah Faculty (FITK) of IAIN Surakarta. This is a new program for all
students of FITK that started at 2016, this program are focused on
students‟ speaking achievement in order to make the students have more
ability in speaking. Mr. Giyoto as a Dean of FITK IAIN Surakarta says
that the objectives of this program is to make sure that all graduated of
FITK can speak English fluently.
There are several reasons about the important this program. Firstly,
they will face competition outside of the country, for example in the field
of economics, namely MEA and globalization. If the graduated of FITK

54
cannot conquer the competition in terms of communication, they will loss.
So, by joining this bilingual program, the students have already to face the
globalization development and the function of English as International
language. Secondly, the students will have a better preparation in order to
face the real life. For example when they want to get a job and there is a
requipment in the form of job interview using English, they will already to
face it.
On the other hand, Mr. Puput as a one of the organizer of bilingual
program, he says that bilingual program is important, because in terms of
the academic the sertificate of bilingual program from third, fourth, fifth
and sixth semester will be used to be a requirement of munaqosyah in
FITK. Whereas in term of the skill, the students can use the language as a
communication tool when they were going to another country because of
some activities.
The learning process in the bilingual program will be made into small
groups consist of eight until twelve students (tutee) and each group is
given a tutor or peers, there are 125 tutors of bilingual program. This is
friend trains others (peer). Bilingual program is mandatory for all students
of FITK, while its execution time is carried out in third, fourth, fifth and
sixth semester on Wednesday and Thursday at 13:00 p.m or after midday.
The materials in bilingual program in this semester focused on debate.
B. The previous related the study
The researcher takes previous study to support her study in the scope of a
sociolinguistic of code mixing, but the researcher has different focus of the

55
research with theirs. To prove the originality of this research, there are four
researchers which conducted the similar study. The first researcher is Sumiyati
(English letter department of the State Islamic Institute of Surakarta, 2012)
entitled “An Analysis of Indonesian-English Code Mixing Employed in
Andrea Hirata‟s „Laskar Pelangi‟”. In her research, she analyzed indonesian-
english code mixing in the novel entitled “laskar pelangi”. The similarities
between Sumiyati‟s research and this research is from the research design; that
is descriptive qualitative research, the subject of this research talking about
code mixing between Indonesian and English. The difference between
Sumiyati‟s research and this research can be seen from the object of the
research. The object of her research is novel entitled “Laskar Pelangi” and
object of this research are the students in bilingual program of the sixth
semester of students in IAIN Surakarta.
The second research is Dorina Nur Kartika Sari (UNS: 2016) entitled “An
Analysis of Code Mixing Applied by the Presenter of Black Spot Segment of
Black in News Program on Antv (A Sociolinguistics Approach)”. In her
research, she analyzed Indonesia-English code mixing in news program on
antv. The similarities between Dorina‟s research and this research is from the
research design; that is descriptive qualitative research, the subject of this
research talking about code mixing between Indonesia and English. The
difference between dorina‟s research and this research can be seen from the
object of the research. The object of her research is the presenter of black spot
segment of black in news program on antv and object of this research are the
students in bilingual program of the sixth semester of students in IAIN

56
Surakarta. Then, the theory of dorina‟s research uses Muyzken‟s theory,
whereas this research uses Suwito‟s theory.
The third is international journal from Kanthimathi Krishnasamy.
(international journal of social science and humanity, vol. 5, no. 9, september
2015) entitled “code mixing among Tamil-English bilingual children”. In her
research, she analyzed Tamil-English bilingual children. The similarity
between Kanthimathi‟s research and this research is from the research design;
that is descriptive qualitative research and the object of research it‟s same: that
is the the students in bilingual program. The difference between Kanthimathi‟s
research and this research can be seen from the object of the research. The
subject of this research talks about code mixing between English and
Indonesian, whereas Kanthimathi‟s research talks about code mixing among
Tamil-English. Then, Kanthimathi‟s research collect the data uses
questionnaire and observation, whereas this research uses observation,
interview and documentation.
The fourth is international journal from Lau Su Kia, Xiongyong Cheng,
Tan Kooi Yee& Choo Wee Ling (international journal of english linguistics,
vol. 1, no. 1; march 2011) “Code-Mixing of English in the Entertainment
News of Chinese”. In his research, she analyzes code mixing of English in the
entertainment news of Chinese. The similarity between Lau‟s research and this
research is from the research design; that is descriptive qualitative research.
The difference between Lau‟s research and this research can be seen from the
object of the research. The object of her research is the entertainment news of
Chinese and object of this research are the students in bilingual program of the

57
sixth semester students of IAIN Surakarta. Then, Lau‟s research collect the
data uses questionnaire and interview, whereas this research uses observation,
interview and documentation.

58
CHAPTER III
RESEARCH METHODOLOGY
Research method is a systemic investigation to answer a problem.
Meanwhile, research method is also the procedures or way used in achieving a
certain purpose of study. Research method plays an important role in the research,
since it becomes the starting point where researcher begins her work and finally
arrives at the conclusion. This method explains about the research design, the
research setting, subject of the research, data and source data, research instrument,
the technique of collecting data, the technique of analyzing data and the
trustworthiness of the data.
A. The Research Method
This research is descriptive qualitative research, the researcher uses
descriptive qualitative research because in doing this research, the researcher
collects the data, makes an analysis, and finally makes conclusion in
conducting the research. Moleong (2010) in Muhammad (2014: 30) defines
qualitative research as a research procedure that produces descriptive data in
the form of written or oral words of people and behavior available to be
examined. Lincoln in Emzir (2012: 1) adds that:
Qualitative research is multi-method in focus, involving an
interpretive, naturalistic approach to its subject matter. This means
that qualitative research study in their natural setting, attempting to
make sense of or interpret phenomena in terms of the meanings the
people bring to them. Qualitative research involves the studies use
and collection of a variety of empirical materials-case study,
personal experience, introspective, life story, interview,
observational, historical, interactional, visual texts-that describe
routine and problematic moment and meaning in individual‟s live.

59
This research is type case study of qualitative research.
Heighamand Croker (2009: 14-15 says that
case study creates an in-depth description and analysis of a
„bounded system‟-one individual, institution, or educational
context by concertrating on a single (or few) case (s), this approach
can describe a particular learning on teaching process or research
setting in great detail. Case study uses multiple sources of data and
data collection methods, and it is often combined with other
qualitative and quantitative research approach.
In this research, the researcher has collected the data by selecting
words, phrases, and clause representing code mixing used by tutors and
students in bilingual program.
B. The Research Setting
This research conducted at the sixth semester students in bilingual
program of IAIN Surakarta in the academic year 2016/ 2017. The setting of
the research is in campus IAIN Surakarta. It is located in jl. Pandawa,
Pucangan, Kartasura, Sukoharjo. The researcher chooses bilingual program in
IAIN Surakarta for several reasons: firstly, bilingual program emphasizes
learning English course in communication. Secondly, the researcher interests
with the material, because material in this semester focuses in debate. Thirdly,
because it is program of bilingual so a model of instruction which apply two
languages as media of teaching and learning process. So, it is appropriate with
the goal of researcher who wants to investigate about code mixing.
This research conducted for 3 months from April 2017 to June 2017. It
was conducted in every meeting of bilingual class. The research schedule
described in the following table:

60
Table 3.1
Reseach timeline
No Activities
Time
April 2017
May
2017
June
2017
I II III IV I II III IV
1 Pre research
2 Observation
3 Interview 1
4 Interview 2
5 Analyzing the
result
C. Subject of the Research
The subject of this research is the sixth semester students in Teacher
Education and Tarbiyah Falculty of IAIN Surakarta who join with bilingual
program in the academic year 2016/2017. Bilingual program is mandatory for
all students of Teacher Education and Tarbiyah Faculty (FITK). The
programs are follows Islamic Education (PAI), English Education (PBI),
English Letters (SI), Islamic Elementary Education (PGMI), Islamic
Kindergarten Education (PGRA), And Arabic Education (PBA). It is
impossible if the researcher conducted this research in all group in this
program so to make this research limit, the researcher conducted the research
just three groups that consists of the students in Teacher Education and
Tarbiyah Faculty at the sixth semester, there are group 16, 39 and 67.
The researcher‟s reason of taking group 16, 39 and 67 is because the group
represents all of department of FITK. In addition, because her research the
limit time and after looking for the group, the group is active doing meeting,
so the researcher found those three groups to be the subject. Group 16
consists of 11 students from Islamic Elementary Education (PGMI) and

61
Islamic Kindergarten Education (PGRA). Group 39 consists of 11 students
from Islamic Education (PAI), Arabic Education (PBA) and Islamic
Kindergarten Education (PGRA). The last group is group 67 consists of 11
students from English Education (PBI) and English Letters (SI). All of them
can be the delegation from all study programs. The lists of subject are
follows:
Table 3.2
List of Tutor and Students in Bilingual Program Group 16
No Number Of
Student
Name of Students Subject Name of Tutor
1 143131015 Annisa Ambarwati PGRA Anggi Bagas H
2 143131016 Umi Nisa Urohmah PGRA
3 143131022 Triyana Siti R PGRA
4 143131033 Ayu Oktaviani PGRA
5 143131034 Devi Fathonah R PGRA
6 143131036 Reni Pratiwi PGRA
7 143131059 Fara Dita L PIAUD
8 143131068 Mailinda Ayu S PIAUD
9 143141003 Fajar Bahrul I PIAUD
10 143141012 Alfiah Nurl A PGMI
11 143141013 Ambarwati Dwi L PGMI
Table 3.3
No Number of
student
Name of Students Subject Name of tutor
1 143111304 Muh. Sirojjidun a. PAI Alfa arizki s
2 143111319 Hasanudin PAI
3 143111326 Romazani hidayat PAI
4 143121022 Rani puji astute PBA
5 143121063 Afif shaleh hamdani PBA
6 143121027 Isnaini fitriyanti PGRA
7 143121029 Novela tiara urba PGRA
8 143121038 Widyawati tri utami PGRA
9 143121044 Erni ismiatun PGRA
10 143121063 Lala lailatul arofah PGRA
11 143121064 Nur rohmah PGRA

62
Table 3.4
No Number Of
Student
Name of Students Subject Name of Tutor
1 143221030 Ayusti Sinar O.W PBI Salma Safitri D
2 143221073 Ria Fariza PBI
3 143221078 Mita Wahyuni PBI
4 143221081 Nuniek Kurniasih PBI
5 143221083 Vera Haslinda PBI
6 143221086 Jamilatul Istiqomah PBI
7 143221087 Dilla Nawang K PBI
8 143221088 Aulia Ilma M PBI
9 143221162 Vian Nur R SI
10 143221034 Dewi Maisaroh PBI
11 143221245 Diah Nur Cahyani SI
D. The Data and Source Data
Qualitative research focuses on the quality and the meaning of data. The
meaning of data is the subject where the data is taken from. The way to
choose the source of data and determines the quality of the research. It is
important to answer and to understand the problem statement of the research.
The researcher will analyze sentences that include code mixing as the data.
The object of the research is code mixing used by the students of bilingual
program in IAIN Surakarta in the academic year 2016/2017. The researcher
chooses group 16, 39, and 67 to take the data. The data are in form of word,
phrase, clause, baster, reduplication, idiomatic expression form and the tutor‟s
reason uses code mixing in her utterance.
Code mixing of oral form is used by the students of bilingual program in
IAIN Surakarta in their natural communication. The source of data of this
research consists of oral and written data. The oral data are gotten from the
observation, the researcher watched and recorded the speech event that

63
happened in the daily communication between tutors and students. Besides,
the oral data are from conversation in class and the interview with tutors are
Bagas, Alfa and Salma and the students group 16, 39, and 67. Meanwhile the
written data, the researcher takes the interview with the source to get the right
clarification and to ensure that the data are valid.
E. Research Instrument
In identifying the research needs instruments that are used to collect the
data, so that the researcher is easy to finish her research. The main instrument
of this research is the researcher herself because the research is descriptive
qualitative research. In this kind of research, the researcher is the main
instrument of the research (Nasution, 1992: 55). The researcher did the direct
observation to collect and analyze the data. During the process of the research,
the researcher takes roles as a data collector, data interpreter and the result
reporter of the research.
F. The Technique of Collecting Data
Data has very important role in the research, because without data, this
research is impossible to get the result. The technique of collecting data is the
method that is used in collecting data. Moleong (2010: 8-13) in Muhammad
(2014: 33) there are three methods applied by qualitative research, namely
observation, interviews and documentation.
In collecting the data, the researcher employes the technique as follows:
1. Observation
Observation is a data collection technique that is required. The
researchers went to the field to observe matters relating to space, place,

64
actors, events, objects, time, events, goals and feelings
(Ghony&Almansyur, 2014: 165). The researcher has conducted an
observation before taking the data. The researcher came to IAIN Surakarta
and observed the language used by the tutors and students of bilingual
program. During the conversation the researcher writes the code mixing
that may be used by the students of bilingual program during conversation,
and then the researcher makes fieldnotes.
2. Interview
Interview is data collection techniques directly to the parties
concerned (Nugroho, 2014: 62). In this interview, firstly, the researcher
has asked about Bilingual program to three organizers (Mr. Giyoto, Mr.
Sabariyanto and Mr. Puput).
Then, the researcher has asked three tutors in bilingual program
group 16, 39 and 67 (Bagas, Alfa and Salma) and students in bilingual
program group 16, 39 and 67 to get the reasons why they use code mixing
in their utterance. During the interview the researcher records the dialogue.
Interview is needed to get the clarification.
3. Document
“… the term document to refer to materiil such as photographs, video,
films memos, diaries, clinical case records, and memorabilia of all sorts
that can be used as supplemental information as part of case study whose
main data source is participant observation or interview.” (Bogdan in
Ghony & Almansyur, 2014: 199).
In this research, the researcher observed verbal action. The data of this
research are the code mixing that was spoken by the students of bilingual
program in IAIN Surakarta, which has been transcribed into written form.

65
The researcher has gotten the data of conversation by using tape recorder
and video. The data were obtained through hearing carefully the records.
Below were the steps:
a. Hearing the recording of conversation in bilingual program.
b. Transcribing the recording of conversation in bilingual program into
written data form.
c. Identify the code mixing applied by the students of bilingual program
in IAIN Surakarta based on its type.
d. Encoding the data
e. Choosing the code mixing to have it as the simple since there are a lot
of examples contain code mixing phenomena.
To make classification of the data analysis, the researcher will give
codes to each datum. Code can be words or phrases used to identify and
outline researchers sentences, paragraphs or blocks of text. (Corbin &
Strauss in Rustanto, 2015: 73). Then Richards in Rustanto (2015: 73) adds
that code is to reduce the data into symbols that represent it. The following
is the data coding:
a. The numeral 001, 002, 003,… are used to show the order of the data
number.
b. The alphabetic capital letters are used to classify the level of code
mixing. It is presented as follows:
CMWL : Code Mixing Word Level
CMPL : Code Mixing Phrase Level
CMCL : Code Mixing Clause Level

66
CMBL : Code Mixing Baster Level
CMRL : Code Mixing Reduplication Level
CMIL : Code Mixing Idiomas Level
c. The numeral P1NE or P1E… are used to show conversation of code
mixing used by the students or participant from non-English or English
of bilingual program.
d. The numeral M1, M2, M3… are used to show the meeting in bilingual
program.
Those are can be put together into sentences in the example below:
001/CMWL/ P1NE/ M.1 means the first datum is code mixing word level
that is used by first participant non-English and first meeting. By giving a
code to each datum, the data become easier to be classified.
G. The Technique of Data Analysis
Data analysis is a process of organizing and classifying the data into a
pattern, category, and basic unit of analysis in order to find a theme and to
formulate hypothesis as data suggest (Moleong, 2004: 248). The researcher
analyzes the data based on the following step. This procedure is intended to
answer the research objectives. The steps of analyzing the data in the research
are as follows:
1. Transcribing the recording of dialogue in bilingual program into written
data form. The steps are the data ranked from the earliest up to latest by
listened the record of the source data, repeatedly and selecting the data by
marking code mixing using bold and italic letter.

67
2. Identifying the transcript by giving a code. In this research, the researcher
uses bold and italic letter to show the occurrences of code mixing. The
code is used to make data identification and analysis easy to do.
3. Classifying data into level of code mixing, they are word, phrase, clause,
baster, reduplication, and idiomatic expression.
4. Encoding the data.
5. Analyzing the data based on the level of code mixing: word, phrase,
clause, baster, reduplication, and idiomatic expression level. After
classifying the data into the six levels, in this step the researcher begins to
analyze each datum based on theory of code mixing.
6. Transcribing the recording answers to the reasons why the students mix
their language in debate of bilingual program.
7. Making conclusion based on the research objectives.
H. The Trustworthiness of the Data
The qualitative research needs the validity of the data. Validity is defined
as the degree of confidence in the data from the study conducted by
researchers (Schwacit in Rustanto, 2015: 66). The researcher applied
triangulation technique to support the data credibility in getting the valid data.
Triangulation is a technique that utilizes data validity checking something
else. (Ghony & Almanshur, 2014: 322). Denzin & Lincoln (2009: 271)
concludes four types to triangulation technique, as follow:
1. Data triangulation
Data triangulation involves of using multiple sources (the sources are
usually used by people with different roles). As the example, in the

68
language teaching situation, the researcher might want to consult with
teachers, students, and administrators.
2. Investigator triangulation
Investigator triangulation involves of using multiple researchers
examining the same data, this type of triangulation help to moderate and
understand the researcher‟s biases. For example, two or more researcher
might analyze the open response question of questionnaire, write up
conclusions and compare with what they were found.
3. Theory of triangulation
Theory of triangulation involves of using multiple conceptual or
theoretical points of view. For example open ended responses from
interview for analyzing the error analysis the point of view.
4. Methodological triangulation
Methodological triangulation involves of using multiple data
gathering procedures. For example, the researcher might use interviews,
surveys, and observations to collect the data using different methods.
Based on the statements above, triangulation means the use of several
ways in order to know the validity of the data and to give a proof about the
data validation. In this research, the researcher uses data triangulation in order
to proof the validation. The researcher collects the data using many ways of
technique of collecting the data such as field note taking from observation,
script of recording and the result of interview with the students and tutors.
The researcher compares the field note taking from observation, script of
recording and result of interview.

69
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the researcher would like to analyze the classified data
concerning with the problem statements stated in Chapter I. The data analysis of
the research is conducted based on the theory presented in Chapter II and this
chapter includes the data analysis and the result of the research.
I. The Research Finding
In this sub-chapter, the researcher classifies the data in this research based
on the level of code mixing. The data that are found is qualitative data. This
qualitative data that are in the form of code mixing can be analyzed with a
descriptive analysis. As mentioned in Chapter II, this research used a
sociolinguistics approach. It emphasizes the using of languages in the social
context and the situation of the speaker. In the research, the data are analyzed
based on the data classification.
The research finding that has been collected from observation in the
Bilingual program of IAIN Surakarta. Based on the formulation of the
problem, the aims of this research are to show the types of code mixing
between English and Indonesian used by the students in bilingual program of
the sixth semester students in IAIN Surakarta. The researcher also analyzes
about the reason of the students in using code mixing in the Bilingual program
of the sixth semester students in IAIN Surakarta.
1. Analyzing on the types of code mixing between English and
Indonesian used by the students in bilingual program of the sixth
semester students in IAIN Surakarta

70
The data which are analyzed by the researcher are collected from the
student‟s utterance. There are many English-Indonesian of code mixing
used by the students that are found by the researcher. Those Indonesian
codes mixing among English are written in Bold and italic font by the
students in Bilingual program. After classifiying the data on Suwito‟s
theory, the researcher found many data of code mixings in its various
levels in Bilingual program. There are code mixings in word level, code
mixing in phrase level, code mixing in clause level, code mixing in baster
level, code mixing in reduplication level, code mixing in idioms level.
Table 4.2
Data collected through observation in Group English Department Students
and Non-English Department Students
No Department Type of Code Mixing Numb Presentage
1
English
Department
Students
Code Mixing of Word Level 10 36.4 %
2 Code Mixing of Phrase Level 9 34.6 %
3 Code Mixing of Clause Level 5 19.2 %
4 Code Mixing of Baster Level 1 3.8 %
5 Code Mixing of Reduplication Level 0 0 %
6 Code Mixing of Idioms Level 1 3.8 %
Total 26 100 %
1
Non-
English
Department
Students
Code Mixing of Word Level 29 47.5 %
4 Code Mixing of Baster Level 0 0 %
5 Code Mixing of Reduplication Level 1 1.6 %
6 Code Mixing of Idioms Level 0 0 %
Total 61 100 %
Based on the table above, the whole data of English-Indonesian code
mixings that are found by the researcher in the utterances are used by the
English department students and Non-English department students in
Bilingual program are 26 and 61 data. The classifications are code mixing

71
of word level of English department students are 10 data with 36.4 % and
from non-English department students are 29 data with 47.5 %. Code
mixings of phrase level of English department students are 9 data with
34.6 % and from non-English department students are 22 data with 36.1
%. Code mixings of clause level from English department students are 5
data with 19.2 % and from non-English department students are 9 data
with 14.7 %. Code mixings of baster level are from English department
students are 1 data with 3.8 % and from non-English department students
are 0 data with 0%. Code mixings of reduplication level of English
department student are 0 data with 0% and from non-English department
students are 1 data with 1.6 %. Code mixings of idioms level are of
English department student are 1 data with 3.8 % and from non-English
department students are 0 data with 0%.
From the data found, it can be concluded that the highest number of
code mixing usage used by the English department students in Bilingual
program. It is code mixings of the word level which attain 10 data with
36.4 %, whereas the highest number of code mixing usage used by the
non-English department students in Bilingual program is code mixing of
the word level, which attain 29 data with 47.5 %. The fewest number of
code mixings usage used by the English department students in Bilingual
program is code mixing of reduplication level, which is 0 data with 0 %,
whereas the fewest number of code mixings usage used by the non-
English department students in Bilingual program is code mixing of the
baster and idioms level which is 0 data with 0 %.

72
Table 4.1
All Data’s Collected through Observation in Groups 16, 37 and 67
No Type of Code Mixing Numbers Percentage
1 Code Mixing of Word Level 39 44.8 %
4 Code Mixing of Baster Levely 1 1.14 %
5 Code Mixing of Reduplication Level 1 1.14 %
6 Code Mixing of Idioms Level 1 1.14 %
Total 87 100 %
Then, the whole data of English-Indonesian code mixings that were
found by the researcher in the utterances used by the students in Bilingual
program are 87 data. The classifications are code mixings of word level
are 39 data with 44.8 %. Code mixings of phrase level are 31 data with
35.6 %. Code mixings of clause level are 14 data with 16.1 %. Code
mixing of baster level is 1 data with 1.14 %. Code mixing of reduplication
level is 1 data with 1.14 %, and code mixing of idiom level is 1 data with
1.14 %. From the data found, it can be concluded that the highest number
of code mixing usage used by the students in Bilingual program is code
mixing of the word level, which attain 39 data with 44.8 % and the fewest
number of code mixings usage in Bilingual program is code mixing in
baster level, reduplication level, and code mixing of idioms level in which
each of them only 1 data with 14 %.
The display data above can be checked in the appendix. Since there are
a lot of data into this conversation used by the students in the bilingual
program, not all the analyzed data are displayed in this chapter. The

73
researcher only displays certain data. It is enough to display parts of them,
because those certain data can represent all of the collected data. The
analysis of this research is the types of code mixing. The types are code
mixing of word level, code mixing of phrase level, code mixing of clause
level, code mixing of baster level, code mixing of reduplication level, code
mixing of idioms level.
GROUP 16
a. Code Mixing of Word Level
Word is the smallest unit that can be uttered as a free form or a unit
of a language that can stand alone going from the morpheme single or
morpheme combination (Kridalaksana, 2008: 110).
1) 002/CMWL/P3NE/M.8
“I disagree with your argument because some member of bilingual
program menyepelekan…”
(“I disagree with your argument because some member of bilingual
program belittle…”)
The motion of debate above is about bilingual program
should be banned from FITK. This class consists of non-English
department students, such as PGRA, PIAUD and PGMI. The
setting of the utterance above is in the PPG building at eighth
meeting. The norm in this program of the speech is informal and
the genre is conversation of debate. The utterance was happened
when the second speaker from affirmative team wanted to oppose
the first speaker from negative team.

74
The type of code mixing is included in the word level of code
mixing. The third participant non-English mixed the word
“menyepelekan” in her English utterance. She used the word
“menyepelekan” can be translated into „belittle‟ in English.
2) 003/CMWL/P3NE/M.8
“…because they are menganggap bilingual program in FITK is
enteng…”
(“…because they are considered bilingual program in FITK is
easy”)
The setting of the utterance above is in the PPG building at
eight meeting. The norm in this program of the speech is informal
and the genre is conversation of debate. The motion of debate
above is about bilingual program should be banned from FITK.
This class consists of non-English departments, such as PGRA,
PIAUD and PGMI. It happened when the second speaker from
affirmative team wanted to oppose the first speaker from negative
team.
The utterance above consists of two languages which are
English as the first language and Indonesia as the second language.
The utterance above included code mixing of word level. In this
sentence, there are two code mixings that are employed by the third
participant non-English, those are “menganggap” and “enteng”.
She used “menganggap” word to replace the word of „considered‟
and the word “enteng” in English can be translated into „easy‟.

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